Volume 8, Issue 7, July 2023
ISSN No:-2456-2165
Social Support Behavior of School Heads
and Work Place Spirituality as Predictors of
Teacher Sense of Efficacy
Renalyn P. Calig-onan1, Lorna T. General2
University of Mindanao Davao City Professional Schools
Abstract:- This study revealed teachers' metacognitive
perceptions, quality of social supportive behaviors, and
mental workplaces in the Caraga district. This study is a
quantitative non-experimental study using a descriptive
correlation study design with a sample of 300 teachers.
Researchers used a set of customized survey
questionnaires to obtain data from respondents who
underwent content validity and reliability analyses. Data
were analyzed using mean, Pearson's r, and multiple
regression analysis. Overall results indicated that levels
of social support behavior, workplace mental
engagement, and sense of teacher effectiveness were
evident in most cases. Furthermore, this study
demonstrated that social supportive behaviors and
psychological aspects at work had a significant impact on
teachers' sense of accomplishment in the Caraga district.
Keywords:- Social support behavior, work place spiritually,
teacher sense of efficacy.
I. INTRODUCTION
Teachers who question their abilities avoid difficult
tasks they perceive as personal threats. They have low
ambition and weak commitment to the goals they pursue.
When faced with a difficult task, they tend to focus on their
shortcomings, the obstacles they encounter, and all kinds of
negative consequences, rather than on how to succeed. They
do not put in the effort and give up quickly when faced with
difficulties. After a failure or setback, the effects only slowly
regenerate. They see poor grades as a lack of aptitude, so they
don't lose faith in their abilities even after making a big
mistake. They are prone to become victims of stress and
depression (Saras Rodriguez, Lara & Martinez, 2021).
Teacher self-efficacy is receiving increasing attention
in school psychology research because it influences
classroom effectiveness, classroom performance, and student
academic performance (Goddard, Bailes, & Kim, 2021). .
High teaching effectiveness leads to increased
implementation of new teaching practices, increased
motivation to work with students and teachers, and increased
willingness to improve one's teaching skills (Pintus,
Bertolini, Scipione & Antonietti, 2021).
Like many other professionals, teachers need to feel
supported in their efforts. Regardless of profession,
perceived high levels of support create more effective
emotions and make individuals more likely to stay true to
their careers. Unfortunately, the educational setting has not
embraced the corporate world philosophy regarding the
onboarding practices of new and junior employees and the
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International Journal of Innovative Science and Research Technology
allocation of resources for human capital development. “No
other profession accepts newly accredited graduates, puts
them in the same situation as veterans, and offers institutional
support (Hamm, Lambert, Little, Farmer & Harris, 2021).
It is on the above premise that the researcher
investigated and explored the influence and effect of the
variables which are social support behavior and work place
spiritually on teacher sense of efficacy. It motivated the
researcher to conduct this study since the new knowledge
that can be generated from the results would be very helpful
and beneficial to the students, teachers, parents,
administrators and most especially to the Department
of Education which also aimed to increase literacy with
their program, Education for All, and finally, to improve the
quality of education.
II. REVIEW OF RELATED LITERATURE
A. Social Support Behavior
Effective school leaders are usually teachers who lead
teachers in schools. They know what teachers do and how to
support them in class, but often support media professionals
as class teacher collaborators when students are teaching
together. I don't know how to do it. Unfortunately, most
school leaders have little or no understanding of the role of
media professionals in the educational process. A Missouri
study that examined principals' perceptions of media
professionals and their role in school libraries found that
principals did not strongly endorse media professionals as
teachers. It is important that school leaders understand the
role of media professionals in the educational process and
support student learning (Labrague, 2021).
Social support is an expansive construct that describes
the physical and emotional comfort given to individuals by
their family, friends, and other significant persons in their
lives. Social support is purported to have a beneficial effect
on health and well-being of people, and while it is a term that
does not have a widely agreed upon definition in the
adolescent health and development literature, it can be
generally defined as the degree to which a person's basic
needs are gratified through interaction with others. The social
support construct encompasses a variety of specific
characteristics of an individual's social world that might
promote well-being and/or increase resistance to health
problems (Lin, & Kishore, 2021).
Likewise, researchers have begun to illustrate how
positive perceptions of teacher support can promote mental
wellness, such that greater perceptions of teacher support are
associated with higher levels of life satisfaction (Li, Yao, &
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Liu, 2021) and subjective well-being (Matvienko-Sikar,
Pope, Cremin, Carr, Leitao, Olander, & Meaney, 2021).
Moreover, supportive teacher student relationships help
maintain students' interests in academic and social pursuits,
which in turn lead to better grades and more positive peer
relationships (Wentzel, Muenks, McNeish, & Russell, 2018).
In particular, research shows that you don't actually need
social support to achieve positive results. Often the mere
impression of receiving support is enough. For example, the
perception that social support is available appears to reduce
the negative effects of stressful events and hasten recovery,
even when social support is not actually identified or used.
In other words, even if adolescents do not seek support,
simply believing that they will be supported positively
affects their developmental success (Hwang, Yoo, Kim,
2021).
The first domain is on emotional. The more difficult to
qualify parts of it is to what degree people's emotions should
be included into the harm principle. It involves acting as a
confidant for someone as such teacher might offer emotional
support to someone by listening and offering sympathy after
they've had bad news. Unfortunately this gives way pretty
easily under any sort of scrutiny, not too long ago the idea of
interracial marriage offended people, and even today the idea
of homosexual relations still offends many people (Meshi, &
Ellithorpe, 2021).
The second domain is on instrumental. Actions are
directed toward goals only when the consequences are
desired, allowing for contingencies between actions and
consequences. Based on the second condition, we used an
outcome re-evaluation operation to distinguish between the
two behavioral control systems. Reappraisal-sensitive
behaviors are said to be goal-oriented. But even if the
outcome of the means, such as feeding a satiated animal, is
no longer a worthy goal, but persists, the behavior must not
be goal-oriented (Yang 2021).
Instrumental assistance is providing help or assistance
in tangible and/or physical ways, such as giving money to
someone who has lost their job or helping a bedridden person
prepare dinner. Both emotional and instrumental support are
important (Zhang, Huang, Zhang, Li, & Zhang, 2021).
A third area is under consideration. Employee
engagement has emerged as a potentially important issue in
employee performance and organizational management.
There is growing evidence that there is a link between
employee workplace engagement and hotel organization
performance, even on an outcome basis. Practitioners and
researchers tout engagement as an important factor related to
work, but little is understood how to define and measure
workplace engagement, particularly employee engagement
in the hospitality and beverage industries (Liu, Wang, and
Wu, 2021).
Rating inflation in performance appraisal is pervasive
in organizations. Although most research on the sources of
rating inflation and other biases in performance appraisal has
examined cognitive processes (e.g. raters' use of heuristics;
during recent years researchers have begun to document the
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International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
important role played by motivational factors as well Jolly,
Kong, & Kim, 2021).
Global social support and positive life events in
predicting Adaptive, externalizing and internalizing
behavior. Gender differences were also observed. There was
support for both main effects and moderator models of the
association between life events and global social support.
Positive ratings for life events appear to offset declining
levels of social support worldwide. Gratitude has been
discussed as a potential protective factor against
maladaptation after exposure to major life events (Won,
Choi, Ko, E., Um, & Choi, 2021). The variability in stressor
ratings was assessed at the individual level, although stressor
ratings may vary between occupations and even between
individuals. Since the occupations are not constant, the types
of tasks will vary depending on the participants. Therefore,
it was not possible to determine whether differences in
ratings at the individual level were actually due to differences
in occupation. Testing individual occupations provides a
more consistent basis for assessing individual assessments
(Mitchell, Banyard, Goodman, Strøm, & Ybarra, 2021).
Beneficial. Teachers and school counselors are also
important sources of information and support for young
people entering high school and beyond. Although the
positive effects of warm personal relationships with teachers
have been the focus of much research, the role of teachers in
shaping adolescents' feelings about their current school
experiences and their future educational and career
aspirations. There has been little focus on the effectiveness
of information support (Zheng, Wang, Chen) & Xie, 2021).
Expectations and beliefs about students often influence
the informational support teachers provide. Teacher
expectations have the power to create social realities, as
Jussim and his colleagues suggest (Felix, de Lourdes,
Ribeiro, Cunha, Ramalho, Vaz & Conceição, 2021).
(preliminary study on the psychosocial effects of Teachers
rely on stereotypes to foster expectations of prejudiced
groups of students. Prejudices and low expectations of these
students may discourage teachers from taking courses that
may improve their future educational opportunities (Exner-
Cortens, Wright, A., Claussen , & Toratt, 2021).
As a result, teachers who place low expectations on
poor minority students not only withhold moral support from
those students, but also withhold informational support from
them through inappropriate advice. increase. Students were
not informed about the availability of college scholarships to
apply for or opportunities at local universities and
businesses. These students received little informational
support from high school teachers and counselors (Ye,
Huang, & Liu, 2021).
Schools, especially teachers, can therefore act as
gatekeepers, preventing some students from progressing and
encouraging others to progress. These young people receive
little or no informational support from their teachers or
parents, so they are unaware of how schooling will affect
their future lives or what their future educational or career
goals are. may have little understanding of what can be
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achieved in Schools that do not help students connect their
present life with their future are likely to have lower
aspirations and expectations of education and be more
skeptical about the benefits of schooling (Moore, Wierenga,
Prince, Gillani, & Mintz, 2021).
B. Work Place Spiritually
Spirituality at work knows how to live with generalized
Diversity from ideas to feelings. Only with spiritual maturity
do we have the opportunity to replace the comfort of being
with reason, massage postures, and a sense of the priorities
of function and organization. The pursuit of sane ownership
has caused conflict throughout the company's history and is
still responsible for the loss of many talents today.
Spirituality in the workplace is also about using our senses,
enabling more careful observation, and respecting
boundaries. This requires having feelings without any
prejudice, but also without any prejudice (Sharma & Kumra,
2020). Transformation starts in the workplace when
companies actively engage in developing the spirituality of
their employees. This means treating employees as whole
people in terms of their physical, mental, emotional and
spiritual needs (Otaye-Ebede, Shaffakat & Foster, 2020).
Promoting everyone at work shouldn't be viewed solely as an
act of altruism. Research has shown that by engaging with
the spiritual aspects of the human experience, organizations
can help reduce stress, increase creativity, and enhance
problem-solving (Garg, 2020).
Today, people are becoming more and more concerned
about spirituality in the workplace. Spirituality is a
movement aimed at improving working conditions. In this
context, the aim is to encourage reflection on the topic of
spirituality in the workplace. Research points to a significant
positive impact of spirituality on the organizational structure
of workforce and performance in the workplace (Rathee &
Rajain, 2020).
The spirituality of people and teachers evolves over
time and is influenced by meaningful relationships with
others through lived experience (Zhang, S2020). When the
concept of spirituality is discussed in the school context,
there are different ways of interpreting it at the individual and
group-centered faith-based levels, followed by secular
concerns in schools (Arokiasamy, & Tat, 2020) ). Because it
not only improves personal growth, enthusiasm and personal
commitment in individual and team work, but also improves
employee motivation, communication and quality of life.
People with high spirituality are more receptive, so they get
closer to work groups. Developing effective teamwork can
therefore give you more control, which helps improve
customer relationships (Paul, Jena, & Sahoo, 2020).
The first area concerns compassion. Compassion is a
typical human emotion, characterized by pity and empathy
for the grief of others. Compassion provokes a willingness to
help others through their problems through comfort and
emotional support. A compassionate person is one who
understands the emotional state of another, sympathizes with
it, and hopes that its suffering can be overcome or alleviated.
For example, empathy can be understood as compassion
when we feel sadness at the sight of others' misery or
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ISSN No:-2456-2165
misfortune (De Carlo, Dal Corso, Carluccio, Colledani, &
Falco, 2020). In addition, compassion is described as an
essential emotion to maintain peace for mankind and is the
basis of the teachings and beliefs of various religions such as
Buddhism, Catholicism, and Spiritualism, among others.
Compassion is the ability to understand the suffering of
others and responds to the desire to reduce and alleviate that
suffering. The concept of compassion is both simpler and
more powerful than empathy. This emotion drives us to want
to help others and alleviate their suffering (Iqbal, Adawiyah,
Suroso, Wihuda, 2020).
The second area is mindfulness. This has to do with the
job itself and the content of the job and includes:
Personal interesting and meaningful work, sense of
success and opportunities to utilize skills and abilities,
opportunities for advancement, variety of tasks,
responsibilities, autonomy in decision-making, lack of role
clarity and role conflict, positive performance Evaluate work
balance, harmony and interpersonal integration, lack of
physical fatigue and monotony. For knowledge to be
meaningful in work processes, a basic conceptual picture of
workers is necessary (Lata & Chaudhary, 2020).
It is the role of previous learning and knowledge that is
decisive in learning something new. This conceptual
foundation is organized into structures composed of fields
(facts, concepts, ideas, integrators) and operational or
procedural knowledge (methods, strategies, spiritual
knowledge) specific to each individual (Bharadwaj & Jamal,
2020).
The practice of mindfulness meditation is a common
activity in many organizations. Indeed, in 2008 the Thai
government announced a rule allowing government
employees to take at least 30 days and up to 3 months of paid
leave to practice meditation (Bantha & Nayak, 2020).
Underlying this regulation is the fact that the Ministry of
Social Development and Human Security believes that the
practice of meditation not only contributes to the well-being
of employees, but also has a positive impact on their work,
which in turn contributes to the success of organizations. The
assumption is that we believe it will lead to positive
outcomes (Aboobaker, Edward & KA, 2020).
The third domain is about meaningful work. A sense of
spirituality, psychological well-being and meaningful living
at work are very important factors for an individual's physical
and mental development and performance at work. For
example, communal spirituality in the workplace can be
defined as the recognition that employees nurture meaningful
work done within a community context and have an inner life
that is nurtured by it (Adnan, Bhatti & Farooq, 2020).
In addition, the feeling that they are doing meaningful
work means that employees see their jobs, their jobs, as
important, so they are much more likely to learn the
necessary skills and develop a greater sense of responsibility.
make it easier (Zou, Houghton & Li, 2020). ). As noted by
Dubey, Pathak & Sahu (2020), feeling that their work is
meaningful encourages employees to work harder, strive for
higher levels of achievement, and improve their job
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performance. A sense of contentment, that is, a sense of self-
satisfaction with mental health, is even greater.
C. Teacher Sense of Efficacy
Quality of work life is a process by which interest groups
in Teacher effectiveness is the belief that teachers can
adequately and effectively achieve specific goals. It exists in
many areas of human functioning, including professional and
personal behavior. Specifically, in the context of education,
teacher effectiveness is the teacher's belief in his or her
ability to plan lessons and achieve instructional goals. In fact,
it is because teachers believe in their ability to teach students
efficiently and effectively (Ormrod, 2006).
A teacher's organizational skills can have a positive
impact on student educational outcomes. Teacher
effectiveness is a teacher's belief in his or her personal ability
to influence student performance and motivation. Active
teacher participation helps teachers share common goals and
fosters shared beliefs about the direction of their work and
their ability to make a difference with their students (Durban
& Catalan, 2012; Magno & Sembrano, 2007; Hallak, 2000).).
The first domain of teacher efficacy is on student
engagement. Teacher should challenge and engage students
on learning outcomes. They should provide strategies that
encourage student to connect what they are learning and
apply it their daily situations. Similarly, teachers should
incorporate the curriculum by narrowing the activities that
promote higher order thinking skills. Students’ motivation
and engagement should enhance to foster learning
(Deryakulu, Buyukozturk, Karadeniz & Olkun, 2019).
Teachers who demonstrate high levels of effectiveness
in teaching competent students to solve linear equations
show different perceived difficulties due to differences in
beliefs about effectiveness, and perceived difficulty indicates
abandonment. So you may not be convinced that teaching the
same topic to your students in a regular classroom would be
very effective. Thus, two teachers equally capable of leading
a school committee may have different strengths of beliefs
about effectiveness, with one believing in their ability and
the other believe they are incompetent (Delliger, Bobbett,
Olivier & Ellett, 2018)). ).
In addition, the level of efficiency simply associated to
their skills and needs. They need to have a perfect balance
being competent and committed in order to grow the best
outcomes. This can further more engaged in higher in my
work performance that can be achieved only through proper
motivation. The teacher will be better motivated when the
school head that affect outcomes expectations for
professional and personal growth (Tinto, 2005; Kuh , 2001,
2008; Coates, 2007; Krause & Coates, 2008).
Teacher efficacy eventually affects student learning
satisfaction and learning outcomes which offered a lot of
learning benefits to the educational process to be a successful
one, like reducing dropout rate, learning failure falls and the
like because an effective teacher is also an effective
motivator not only to herself but especially to the learning
beneficiaries which are the learners (Deryakulu,
Buyukozturk, Karadeniz, & Olkun (2019).
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ISSN No:-2456-2165
An effective teacher must also be effective model in all
aspects especially in values integration. They added that
concepts taught in class are entirely useless if the teacher’s
actions does not conform what he or she has taught in class,
thus, to realize the teacher’s student engagement a teacher
must be cautious enough to become a good implementer
because there are learners that are always ready to absorb and
replicate what they do whether these are good or bad (Durban
& Catalan, 2012).
The second domain of teacher efficacy is on
instructional strategies. Teachers’ fully understood and
engage different strategies to control disruptive behaviors of
the in the classroom. Teacher should possess the knowledge
of teaching materials and be able to manage the behavior of
the students to create consistent instruction to increase
student learning through interactive instruction (Crothers &
Kolbert, 2008).
Treating co-workers as human beings with respect and
dignity and will make them motivated employees who can be
more productive and creative. Teachers viewed different
strategies and help students to learn and to ensure that
learners may achieve and learned yielded fruitful results
(Durban and Catalan, 2012).
Motivations are useful ingredients of teachers to
engage students in the classrooms. They encourage students
to motivate and help individuals to ensure that teaching and
learning takes place. Teacher with who believes themselves
that they are effective they promote cognitive learning and
able to motivate students to engage in developing knowledge
and skills and student’s desire for learning (Goker, 2009).
Because of the wide range of literature on teaching
strategies and the improvement of teaching, the review of
literature reflects those studies that describe the use of
various instructional strategies in the clinical, classroom, and
teaching of strategies. It is from these sources that the
Instructional Strategies Inventory was developed. Most of
these studies reflect the usefulness of these instructional
strategies to education (House, 2005).
The third domain of teacher efficacy is on classroom
management. Classroom management technique brings
students to engage in the classroom setting. Such behavioral
classroom strategies intertwine a classroom atmosphere of
students. Students engaged and actively participated in the
classroom setting impact on teacher’s effectiveness in the
field of education (Magableh & Hawamdeh, 2007; Codding
& Smyth, 2008).
Similarly, classroom environment is the way teacher
provides the learners with a learning environment that is
conducive and free from harm. One of the key factors in
classroom management is the content management in which
there is a systematized organization of the things inside the
classroom, the arrangement of equipment and paraphernalia
that will be used in the teaching learning process (Taylor,
2009).
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The most viewed problem of teacher is the problem
behavior of students in the classroom. They admit that
teachers in that situation is lack on classroom management
skills and unable to grasp the attention of the students. The
positive image of teachers occur when students leads to
better performance, which in turn leads to greater efficacy
(Darling-Hammond, 2003; Malm & Lofgren, 2006).
D. Correlation between Measures
The roles of relationship and social interaction are vitally
Important to the power and influence of your support. Social
connections and interactions with others involve a network of
relationships that surrounds an individual. This
interconnected network of influence may include friends,
relatives, colleagues, superiors, or professional or personal
communities (Cohen & Wills, 1985; House, 1987; House &
Wells, 2018).
Social support helps her manage life stressors, mitigate
the negative effects of stress, and build mutually beneficial
relationships to meet basic psychological needs. Broadly
defined as the quality and frequency of interactions with more
than one person. The presence of social support helps inspire
belief that someone is cared for, valued, and loved. Promotes
enhanced self-esteem and a sense of belonging through
communication networks and mutual engagement. and
reinforce personal values (Cobb, 2016).
Teachers who felt confident or effective in their
teaching skills said they felt support from multiple sources.
In addition, high self-efficacy allows for greater resilience to
difficult professional challenges and stressors (cited in
Bandura, 2009) often faced by inexperienced teachers.
Knobloch and Whittington (2012) play a leading role in
efforts to positively influence teachers' perceptions of
situations and reinforce valid beliefs.
Teachers who received positive feedback, support,
guidance, and encouragement from students, teachers,
administrators, parents, and the community were more
efficient in their teaching skills. Especially for prospective
teachers, who tend to be more insecure about their skills, their
sense of accomplishment and teacher self-efficacy are
strongly influenced by the support they perceive as being
received or available (Klassen & Chiu, 2010).
Although, there is no lack of research interest in the
changes affect teachers' self-efficacy, but there are no data on
how spirituality in the workplace changes teachers' beliefs
about self-efficacy. Therefore, this study hypothesizes that
workplace spirituality plays an important role as one of the
main sources of information, namely acquired experience,
and may influence teachers' self-efficacy beliefs ( Altaf &
Awan, 2011).
A spiritual workplace simulates the creativity of a
teacher. Creative teachers nurture and develop skills, thus
contributing more effectively to educational effectiveness. In
this regard, previous research suggests that employees are
more creative when they have clear goals (Neck & Milliman,
2016). Another advantage of the spiritual workplace is that
communication becomes more credible, allowing individuals
to speak up about their spirituality without fear of retribution
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International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
(Rutte, 2013). This is mainly because spiritual people have a
sense of connection with others and are more aware of their
concerns. In summary, the spiritual workplace improves
communication with teachers' peers, school leaders, students
and their parents, thus influencing teachers' beliefs about self-
efficacy and, in turn, job satisfaction. (Adegbola, 2011).
Like many other professionals, teachers need to feel
supported in their efforts. Regardless of profession, perceived
high levels of support create more effective emotions and
make individuals more likely to stay true to their careers.
Unfortunately, education has not embraced the corporate
world's philosophies regarding onboarding practices for new
or early career employees and the allocation of resources for
human capital development (Maistre & Pare, 2010).
Relevant references and research provide the most
necessary knowledge and background for research subjects,
especially the relationships between variables and how these
variables and their indicators affect each other. The
knowledge gathered by eminent scientists was incorporated
in a very comprehensible manner into the formulation of the
theoretical framework and the preparation of the
questionnaire.
III. MATERIALS AND METHODS
The study uses a descriptive correlation design.
Descriptive studies describe attitudes and behaviors under
investigation, whereas correlation studies involve identifying
statistical relationships between two variables (Vanderstoep
& Johnston, 2009). Furthermore, the purpose of correlation
design is to find the strength of the relationship between the
variables under study (Creswell, 2013). In addition, this study
builds on the mediation analysis developed by Baron and
Kenny (1986) to distinguish and account for procedural
factors that primarily influence the strength of associations
between social supportive behaviors. I was focused. And by
including a third variable, the teacher's sense of effectiveness,
we achieve a spiritual workplace. The results of these studies
were specific to the situation of public primary schools in
Caraga, Eastern Davao. Ranges and samples limit the general
applicability of the results. Therefore, common structures
may exist, but the results may not be generally applicable to
other systems.
Figure 2 is a map of the Philippines highlighting Davao
Eastern Province, which consists of 17 regions, with Caraga
City, Davao Eastern Province, located in Region XI. Also
shown in the figure is a map of the areas where public primary
schools are located in Caraga City, prepared by the
respondents.
A carefully selected public primary school in the
Caraga District, Davao Orient was chosen as the research
environment. Range and sample limited the general
applicability of the results. Therefore, although there may be
common features, the results are not generally applicable to
other systems.
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The location of the study was Caraga, Davao East.
Respondents were 300 public primary schools drawn from 20
public primary schools in the Caraga district. Additionally,
the location of the respondents and the location of the survey
was Caraga City, Davao State, Eastern Philippines.
The distribution of respondents was as follows.
School A: 50,
School B: 27,
School C: 13,
School D: 32,
School E: 19,
School F: 21,
School G: 29,
School H: 19.
School I: 27,
School J: 29.
A total of 300 respondents will be surveyed. In
addition, researchers considered inclusion and exclusion
criteria when selecting survey respondents. The interviewed
teacher is a regular public primary school teacher from
Manai Central District with a Plantilla number listed with the
Ministry of Education. Teachers are happy to submit and are
given permission by the principal to participate in surveys
that are conducted. Teachers who voluntarily consented to
informed consent are also included in the survey. Therefore,
teachers who clearly acknowledge their disagreement are
excluded from the study. All middle school, 11th and 12th
graders under the age of 18 were excluded from the study. In
addition, researchers will take into account teachers who
decided to drop out or drop out during the actual completion
of the survey questionnaire.
In this study he used three main research tools. Social
support behavior focuses on emotional, instrumental,
appreciative, and informational behaviors (Littrell et al.
1994). The Cronbach alpha value for this questionnaire was
0.843, indicating relatively high internal consistency of the
items. This questionnaire is a 5-point Liker scale from 1
(strongly disagree) to 5 (strongly agree) with three subscales:
IV. PLANNING, DEVELOPMENT, AND RESULTS
Prior to the conduct of actual survey, the researcher A
reliability survey was conducted on a total of 50 respondents.
The Cronbach alpha value for this questionnaire was 0.843,
indicating relatively high internal consistency of the items.
Part 2 of the first part of the research tool for this study
adapted questionnaires from a modified version of Like,
Work Place Spiritually, which focused on compassion,
mindfulness, meaningful work, and transcendence.
(Petchswang & Duchon 2008). The Cronbach alpha value for
this questionnaire is 0.761, indicating relatively high internal
consistency of the items.
The instruments used in this study were taken from a
standardized teacher effectiveness questionnaire with
measures such as student engagement, teaching strategies
and classroom management (Tschannen-Moran & Woolfolk-
Hoy, 2001). The Cronbach alpha value for this questionnaire
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International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
is 0.721, indicating relatively high internal consistency of the
items.
Likert scales serve as a basis for describing levels of
professional effort. The Likert scale asks you to check a box
or leave it blank, depending on a number of items related to
attitudes, objects, and stimuli. First, the researcher's advisor
created a duly signed application to the Davao Eastern
Directorate via Gmail and Google Drive. This allowed the
researchers to conduct a survey of different public primary
school teachers in the Caraga South district. Davao Oriental
Bureau.
In addition, the researchers sent another letter to all
school teachers in Caraga South, asking them to conduct a
survey. The researchers asked the principal for permission to
distribute the questionnaire to each teacher. After the
application was approved, an investigation was conducted.
Three district teacher educators and one of her former
teachers were interviewed and commented on the content
and structure. Due to time constraints, the survey was
distributed simultaneously to 314 teachers in her 13 schools
in San Isidro. The teacher's email address was taken from her
school's website. The schools selected are a representative
selection of different elementary levels. Each teacher
received an email inviting them to participate. The
questionnaire was personalized by emailing each participant
a link to complete the questionnaire. If teachers did not wish
to participate, they were asked to reply to an email stating
their reason for not participating, their age, gender, and total
teaching experience. One teacher who did not respond or
whose actions were only partially completed received an
email reminder two weeks later. Of the 303 teachers
contacted, 315 participated in the survey. Finally, the
researchers counted and tabulated all the data collected from
the respondents for statistical analysis. Statistical results
were analyzed and interpreted.
The following are the statistical tools that are employ
by the Researchers analyzing and interpreting the data:
average and frequency. It is used to determine the
teacher's level of professional engagement, metacognitive
perception, and quality of professional life for subproblems
1 and 2.
Pearson R. This will be used to examine whether there
are significant associations between teachers' professional
engagement with subproblem 3, metacognitive awareness,
and quality of work life
regression. This helps determine the extent of a
teacher's professional involvement, and metacognitive
perceptions help shape the quality of professional life.
V. RESULTS AND DISCUSSION
The presentation, analysis and interpretation of the
collected data are presented in this part of the work based on
the research goals of this study.
The flow of the lecture on the designated theme is as
follows.
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Degree of social support behavior, degree of social
support behavior and degree of spirituality in the workplace,
correlation between social support behavior and teacher's
sense of competence. The relationship between mental work
orientation and perceptions of teacher effectiveness. Effects
of Predictor Variables on Teacher's Sense of Effectiveness
Table 1 Degree of social support behavior
Table 1 shows the average values of social support
behavior indicators. The overall mean is 4.14 with a standard
deviation of 0.33 which is very high. Very high levels are
traced back to very high ratings from those surveyed. The
reported overall average is the result of calculating the
average value for that metric. From the data, we can deduce
that the metric with the highest average rating is 4.21, which
is very informative. In contrast, the lowest average rating of
4.05 or the highest metric is rating. The two highest metrics
are information and sentiment, with average ratings of 4.21
and above and 4.16 and above. Additionally, the top two
pieces of information are designed to support teachers in
selecting or developing appropriate teaching methods and
personalities, and to provide teachers with information on
how to change their teaching.
Table 1: Social Support Behavior
Indicators SD
Emotional 0.48
Instrumental 0.44
Appraisal 0.49
Informational 0.50
Overall 0.33
A. Level of Work Place Spirituality
The second objective was to measure the level of
spirituality in the workplace using a questionnaire with the
following indicators:
About compassion, mindfulness, meaningful work, and
transcendence. Table 2 presents data on levels of school
culture. The calculations show an overall average of over
4.16 with a standard deviation of 0.38, indicating that
mentality is always expressed in the workplace. From the
data, we can infer that the highest metric with an average
score of 4.19 or higher is mindfulness. In contrast, the lowest
or still high metric with an average rating of 4.15 is
meaningful work. The top two items were mindfulness and
compassion, with very high average scores of 4.18 and 4.15
respectively. Moreover, the most important element of
mindfulness is working without attention and automatically
completing tasks and tasks without being aware of what you
are doing. The most important thing for compassion is to be
aware of the needs of your colleagues, to be aware of others,
and to be compassionate.
Table 2: Work Place Spirituality
Indicators SD
Compassion 0.60
Mindfulness 0.49
Meaningful Work 0.46
Transcendence 0.44
Overall 0.38
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The very high levels of social supportive behavior
exhibited by the respondents indicate that teachers have
positive self-interpretations such as health and support in
school. This finding supports Hamre and Pianta (2006) that
positive teacher-student relationships serve as a resource for
children at risk of school refusal, while contradictory
negative relationships increase that risk. ) is consistent with
the view of Consistent with Gaytan's 2013 study, these
factors help teachers build quality relationships with students
and members of the community, leading to increased teacher
self-efficacy and teacher retention rates. may improve. Gikas
& Grant (2013) provides information, advice, explanations
of complex issues, academic support during the learning
process and helps teachers provide information on technical
techniques to help improve teaching. This was confirmed by
a study by Kottler (2010), who found that providing teachers
with information about changes in teaching practices was
associated with staying up-to-date through equal
participation in training courses and seminars and through
participation. It is said that information can be obtained
through awareness of trends and problems in Students related
to them need an information discipline to keep students well
informed about the situation in the corporate community.
Mean Descriptive Level
4.16 High
4.13 High
4.05 High
4.21 Very High
4.14 Very High
Descriptive analysis revealed that teachers had a high
level of workplace spirituality. This means that indicators of
teachers' spirituality in the workplace (compassion,
mindfulness, meaningful work, and transcendence) were
almost always evident. This finding is supported by lecturers
Zerach & Levin (2018), who said workplace spirituality
teachers know how to embrace general diversity, from ideas
to emotional perspectives. . Only with spiritual maturity do
we have the opportunity to replace the comfort of being with
reason, massage postures, and a sense of priority for function
and organization.
Moreover, the spirituality of people and teachers
evolves over time and is influenced by meaningful
relationships with others through lived experience (Ambrose,
2005). When the concept of spirituality is discussed in the
school context, there are various ways to interpret it at the
individual, group-centered, and faith-based level, followed
by secular concerns in school (Klerk, 2014). ).
Mean Descriptive Level
4.18 High
4.19 High
4.15 High
4.16 High
4.17 High
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B. Level of Professional Commitment
Level of Teachers’ Sense of Efficacy The third objective
was to determine the level of teachers’ sense of efficacy
which was measured through a survey questionnaire with the
following indicators: student engagement, instructional
strategies, and classroom management. Shown in Table 3 are
the data on the level of teachers’ sense of efficacy.
Computations yield a grand mean of 4.11 or high with a
standard deviation of 0.31 and this indicates that the teachers’
sense of efficacy is always manifested. It could be gleaned
from the data that the indicator with the highest mean rating
of 4.11 or high is efficacy in instructional strategies. In
International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
contrast, indicator with the lowest mean rating of 4.11 or still
high is efficacy of student engagement.
The two most important points are the effectiveness of
teaching strategies and the effectiveness of classroom
management. In addition, developing alternative strategies in
the classroom and extending alternative explanations, such as
when students are confused, is also an important point of
teaching strategy effectiveness. Controlling disruptive
behavior in the classroom and establishing routines to keep
activities running smoothly are key to effective classroom
management.

Table 3: Teachers’ Sense of Efficacy

Indicators SD Mean Descriptive Level
Efficacy in Student Engagement 0.46 4.05 High
Efficacy in Instructional Strategies 0.47 4.17 High
Efficacy in Classroom Management 0.31 4.11 High
Overall 0.31 4.11 High

C. Significance of the Relationship between Social Support
Behavior and Teachers’ Sense of Efficacy
Table 4 presents the results of a test examining the
relationship between social support behavior and teacher
perceptions of effectiveness. This relationship was tested at
the 0.05 significance level. In particular, significant positive
associations were found between all measures of social
support behavior and teachers' sense of effectiveness, as
indicated by p-values less than 0.05.
If all measures of social support behavior correlated
with measures of teacher competence and all R-values were
greater than p<0.05, i.e. at a significant level, emotional and
instrumental Except behavior they are significant. Not
significant because it is below the significance level.
If sentiment correlates with the overall measure of
perceptions of teacher effectiveness, this is not significant
with an r-value of 0.034 and a rank value of p=561, below the
significance level of 0.05 specified in this study. If the ratings
were correlated with the overall measure of teacher
effectiveness, the sense of effectiveness was significant with
an r-value of 0.0177 and a rank value of p=044, which is
below the significance level of 0.05, thus suggesting that the
teaching All but strategy and teaching strategies matter.
Effectiveness of classroom management,

Table 4: Significance of the Relationship between the and Social Support Behavior and Teachers’ Sense of Efficacy
Social Support Teachers’ Sense of Efficacy
Behavior
Efficacy in Student Efficacy in Efficacy in Classroom Overall
Engagement Instructional Strategies Management
Emotional .017 -.035 .132* .034
(0.771) (0.543) (0.023) (0.561)
Instrumental .068 -.034 .004 .017
(0.242) (0.555) (0.948) (0.770)
Appraisal .150* .042 .071 .117*
(0.009) (0.470) (0.218) (0.044)
Informational .214* .247* .191* .290*
(0.000) (0.000) (0.001) (0.000)
Overall .167* .086 .149* .173*
(0.004) (0.139) (0.010) (0.003)
*Significant at 0.05 significance level.

This study shows that there is a significant correlation data. This confirms research by House and Wells (2018) that
between social supportive behavior and teacher's sense of found that social interactions are important in underpinning
effectiveness. This means that social support behavior power and influence. Social connections and interactions
influences the sense of effectiveness that is evident from the with others involve the network of relationships that

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Volume 8, Issue 7, July 2023
surrounds us. This interconnected network of influence may
include friends, relatives, co-workers, superiors, or
professional or personal communities.
These findings support Cobb (2016), who states that
teachers' social support helps instill the belief that someone
is cared for, valued, and loved. Promotes enhanced self-
esteem and a sense of belonging through communication
networks and mutual engagement. and reinforce personal
values
D. Relationship between Work Place Spiritually and
Teachers’ Sense of Efficacy
Table 5 shows the results of testing the relationship
between workplace mental engagement and teacher's sense of
effectiveness. As a result, overall scores indicate a positive
and significant association between workplace mental
engagement and teachers' sense of effectiveness. With an
overall r-value of 0.510 and a p-value of p < 1, the overall
score reflects that mentally workplaces are positively
correlated with perceived teacher effectiveness. 0.01, so we
reject the null hypothesis. Therefore, there is a positive
relationship between the two variables.
If caring is correlated with the teacher's sense of overall
effectiveness, the r value is 0.260 and the rank value is p < 1.
0.01 is less than 0.05. Therefore, the importance established
Table 5: Significance of the Relationship between Work Place Spiritually and Teachers’ Sense of Efficacy
Work Place Teachers’ Sense of Efficacy
Spiritually
Efficacy in Student Efficacy in Instructional
Engagement Strategies
Compassion .276* .217*
(0.000) (0.000)
Mindfulness .254* .248*
(0.000) (0.000)
Meaningful Work .243* .391*
(0.000) (0.000)
Transcendence .495* .619*
(0.000) (0.000)
Overall .413* .469*
(0.000) (0.000)
E. The extent of Influence of Predictor Variables on
Teachers’ Sense of Efficacy
The data shown in Table 6 are the regression
coefficients used to test for significance.
Effects of global social supportive behaviors and
mental activities in the workplace on teachers' sense of
effectiveness. Data using regression analysis showed that
general social support behaviors and mental workplaces
significantly influenced teachers' sense of effectiveness. The
F-value was 58.778, p<. 0.01. This means that social support
behavior and workplace have a significant impact on
perceptions of teacher effectiveness spiritually, as the
probability value p < . 0.01. An R2 value of 0.284 indicates
that 28.4 percent of the differences in workplace social
support behavior and spiritual engagement are due to
differences in teachers' perceptions of effectiveness, with the
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International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
in this study is significant, except for the effectiveness of
classroom management.
If mindfulness correlates with a teacher's sense of
overall effectiveness, the r-value is 0.273 and the rank value
is p < 1. 0.01 is less than the 0.05 significance level specified
in this study, so it is significant except for classroom
effectiveness.
Testing for the relationship between workplace mental
attitudes and teachers' perceptions of effectiveness revealed
an important relationship between workplace mental attitudes
and teachers' perceptions of effectiveness. I was. This means
that the teacher's mental workplace simulates the teacher's
creativity. Creative teachers nurture and develop skills, thus
contributing more effectively to educational effectiveness. In
this regard, previous research suggests that employees are
more creative when they have clear goals (Neck & Milliman,
2016).
Additionally, Adegbola (2011) hypothesized that
spiritual persons have a sense of connection with others and
are more aware of their concerns. In summary, the spiritual
workplace improves teacher communication with peers,
school leaders, students and their parents, thus influencing
teachers' beliefs about self-efficacy and, in turn, job
satisfaction. .
Efficacy in Classroom Overall
Management
.050 .260*
(0.384) (0.000)
.075 .273*
(0.199) (0.000)
.224* .387*
(0.000) (0.000)
.398* .680*
(0.000) (0.000)
.229* .510*
(0.000) (0.000)
remaining 71.6 percent due to other factors identified in the
study. means to be covered.
However, social support behavior, with the highest beta
coefficient of 0.587, was found to be a significant predictor
of teacher achievement. The importance of variable effects
on perceptions of teacher effectiveness showed that social
supportive behaviors were associated with indicators such as
emotional, instrumental, evaluative, and informational. On
the other hand, teacher competence is a good indicator of
mental performance in the workplace, especially with
indicators such as compassion, mindfulness, meaningful
work, and transcendence.
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Clearly, this result supports the conceptual analysis of
Brouwers and Tomic (2000), who state that spirituality
involves the concept of inner life guided by conscience. This
expansion of our inner life positively shapes other aspects of
our lives, such as our attitudes, beliefs, and actions. As
mentioned earlier, self-efficacy is an assessment of an
individual's ability to achieve desired outcomes. People with
high self-efficacy persevere and remain confident in the face
of difficult challenges. At the same time, this study
Table 6: The extent of Influence of Predictor Variables on Professional Commitment
Professional Commitment (Dependent Variables)
β B
Independent Variables (Standardized
Coefficients)
-.938
Constant
Metacognitive Awareness
.290
(MA)
Quality of Work Life .536
(QWL)
R .715
R2 .511
F 155.34
p .000
VI. RECOMMENDATIONS
Several recommendations are made based on the above
findings and conclusions. Due to the very high level of
metacognitive awareness, it is recommended that future
teachers take courses focused on enhancing their
metacognitive awareness. This is because if these teacher
candidates utilize their metacognitive perceptions during
their school years, it will be natural for them to be proactive
in implementing strategies in the classroom. Additionally,
school leaders have consistent, effective and applicable in-
service learning opportunities to improve teaching skills,
enabling all teachers to acquire and develop the skills they
need. This important relationship urges policy makers,
especially education ministry officials, to primarily improve
teachers' metacognition, if existing education policies meet
the needs and challenges of his 21st century educator. and
recommended a review and rethinking with a focus on
improving teacher engagement. teachers. Finally, future
research investigating other variables that may influence
metacognitive awareness and will be of most importance to
the research community should be considered.
On the one hand, it recommends that by achieving job
satisfaction, it is possible to improve the quality of work life
more efficiently and effectively, which in turn ensures the
successful formation of a student community. will be At the
same time, work-life balance also helps teachers balance
professional accomplishments with personal commitments
and family concerns. In the current study, researchers
investigated a variety of factors that have a significant impact
on work-life balance status. Finally, this research study could
serve as a starting point for similar studies in different
settings.
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International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
corroborates the findings of Maistre and Pare, 2010), who
stated that perceived high levels of support produced more
effective emotions and made individuals more likely to
remain loyal to their careers. I'm here. Unfortunately, the
educational setting has not embraced the corporate world
philosophy regarding the onboarding practices of new and
junior employees and the allocation of resources for human
capital development.
(Unstandardized t Sig.
Coefficients)
.301 -3.113 .002
.360 6.381 .000
.898 11.809 .000
VII. CONCLUSION
Based on the results of this study, within limits and
limitations (questionnaire, number of participants, etc.),
several conclusions can be drawn.
The level of social support behavior is high. On the
other hand, workplace morale is also very high. Awareness
of teacher performance is at a high level.
Moreover, there is a significant association between
social supportive behavior and teachers' perceived
effectiveness. This result is consistent with the work of
Klassen & Chiu (2010). The study states that teachers who
receive positive feedback, support, guidance, and
encouragement from students, teachers, administrators,
parents, and the community are more effective in their
teaching skills. Also, psychologically, attitudes in the
workplace are highly correlated with feelings about teacher
effectiveness. This result is consistent with her Rutte (2013),
who stated that spiritual people have a sense of connection
with others and are more aware of their concerns. In
summary, the spiritual workplace improves communication
with teachers' peers, school leaders, students and their
parents, which in turn affects teachers' self-
efficacy. Recommendation.
Based on the foregoing findings and conclusions, a
number of recommendations are offered. Since there is a high
level of social support behavior, very high level of workplace
spiritually of and high level of self-efficacy, thereby enhance
teacher classroom effectiveness that will help achieve student
outcomes. They could also develop and implement teaching
programs designed to bridge educational gaps to address the
needs of teachers specifically on the identified teachers’
strengths and needs. Provide opportunities for school
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administrators and teacher educators to integrate best
practices in mentoring and induction programs. In an effort
to increase student achievement, improve job satisfaction,
and enhance career commitment for novice teachers, school
administrators should devote more time and resources to the
development of teacher self-efficacy.
The Department of Education may conduct additional
training and seminars to help teachers and students improve
social support behaviors and increase self-efficacy so that
students can actively participate. The magnitude of this effect
suggests that students need to enhance their perception of
social support in order to achieve better student engagement
outcomes. Finally, future research to examine other variables
that may mediate the relationship between student
participation and self-efficacy should be considered, which
will be of paramount importance to the research community.
. Researchers need to explore differences between each group
of educators in terms of years of teaching experience and
status of teacher development relationships with other
teachers. To increase teacher self-efficacy, it is important for
teacher educators, school administrators and educational
professionals to establish specific practices to increase
teachers' awareness of available support.
ACKNOWLEDGEMENTS
The exodus of this project is never an isolated
endeavour. The The researchers would like to express their
sincere gratitude to the family and friends who cooperated in
completing this study. Thank you for following.
Dr. Eugenio S. Guhao, Jr., Principal of the Vocational
School, Research Advisor who spent time and effort to assist
the researchers in completing this study and to share their
expertise in the field of research.
My advisor, Dr. Lorna T. General, for answering her
questions and patiently reviewing her manuscript.
To the judging panel: Dr. Reinante L. Geneva Dr. Mary
Ann D. Dr. Tarsan. We thank Elaine Rose-Olive and Dr.
Jocelyn C. Bacasmot for constructive criticism that paved the
way for study completion.
Sarah, for spending your valuable time and making
careful revisions to improve the manuscript.
Dr. Mary Ann C. Sobrecary, School District Chair,
Caraga Davao Oriental School District, and permission to
conduct research by researchers.
A researcher's administrative colleague or teacher. A
person who the researcher believes can complete the study.
Last but not least, we thank her loving family, her
sisters who understand the pressure to succeed, for allowing
the researchers to take the first steps towards the future of this
journey. , and thanks to her husband who has been busy with
this research for most of the research period. time.
And above all, to God Almighty, who made it all
possible, to guide her and give her peace of mind, wisdom,
and strength to continue her graduate studies even in the
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International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
midst of her exams. Thank you. It is the Lord who has given
her all the gifts she needs to make all things work together, to
make her endeavors successful, and to reach her highest
peaks. thank you everyone
ABOUT THE AUTHOR(S)
 Renalyn Calig-onan is a Public School Teacher. She is
a candidate for the degree of Master of Arts in Education
major in Educational Management at the University of
Mindanao Davao City, Philippines.
 Dr. Lorna T. General is a faculty under the program of
educational management of the University of Mindanao
Professional Schools of University of Mindanao Davao
City, Philippines.
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